Mark Scheme (Results) Summer Pearson Edexcel GCE In English Literature (9ET0_01) Paper 1: Drama

Transcription

1 Mark Scheme (Results) Summer 2017 Pearson Edexcel GCE In English Literature (9ET0_01) Paper 1: Drama

2 Edexcel and BTEC Qualifications Edexcel and BTEC qualifications are awarded by Pearson, the UK s largest awarding body. We provide a wide range of qualifications including academic, vocational, occupational and specific programmes for employers. For further information visit our qualifications websites at or Alternatively, you can get in touch with us using the details on our contact us page at Pearson: helping people progress, everywhere Pearson aspires to be the world s leading learning company. Our aim is to help everyone progress in their lives through education. We believe in every kind of learning, for all kinds of people, wherever they are in the world. We ve been involved in education for over 150 years, and by working across 70 countries, in 100 languages, we have built an international reputation for our commitment to high standards and raising achievement through innovation in education. Find out more about how we can help you and your candidates at: Summer 2017 Publications Code 9ET0_01_1706_MS All the material in this publication is copyright Pearson Education Ltd 2017

3 Paper 1 Mark scheme Question number Indicative content 1 Antony and Cleopatra recurring imagery of death throughout the play presentation of Cleopatra s suicide function of the clown at Cleopatra s death snake motif and its links to death Antony s death as a triumph or as a humiliation links between death and passion as a common trope in Renaissance literature dramatic effect of the mysterious death of Enobarbus ways in which the central protagonists change at the point of death. Possible references to the Critical Anthology or other critical reading could include: Tony Tanner s point about the impact of Caesar interrupting his elegy on Antony for business reasons (Anthology) Howard Jacobson s reflections on Antony s botched suicide as a direct result of a surfeit of devotion from his men (Anthology). 2 Antony and Cleopatra dramatic presentation of Antony s relationship with Cleopatra dramatic presentation of his inner conflict, e.g. through his numerous soliloquies as a representation of the tensions between East and West tensions between duty and pleasure as a reflection of contemporary cultural anxieties following the succession of James I as a contrast and dramatic foil to Caesar differing critical perspectives on his flight from the battle of Actium as a hero of tragedy presentation of his political and military leadership and links to contemporary politics. Possible references to the Critical Anthology or other critical reading could include: A C Bradley s assertion that the demise of a Shakespearian tragic hero will affect the welfare of a whole nation (Anthology) William Hazlitt s argument that Shakespeare was the most magnanimous of playwrights in that he created complex characters with whom we could identify (Anthology).

4 Level Mark AO1 = bullet point 1 AO2 = bullet point 2 AO3 = bullet point 3 Descriptor (AO1, AO2, AO3) Level Descriptive Makes little reference to texts with limited organisation of ideas. Limited use of appropriate concepts and terminology with frequent errors and lapses of expression. Uses a narrative or descriptive approach that shows limited knowledge of texts and how meanings are shaped in texts. Shows a lack of understanding of the writer s craft. Shows limited awareness of contextual factors. Level Level General understanding/exploration Makes general points, identifying some literary techniques with general explanation of effects. Aware of some appropriate concepts and terminology. Organises and expresses ideas with clarity, although still has errors and lapses. Gives surface readings of texts relating to how meanings are shaped in texts. Shows general understanding by commenting on straightforward elements of the writer s craft. Has general awareness of the significance and influence of contextual factors. Makes general links between texts and Clear relevant application/exploration Offers a clear response using relevant textual examples. Relevant use of terminology and concepts. Creates a logical, clear structure with few errors and lapses in expression. Demonstrates knowledge of how meanings are shaped in texts with consistent analysis. Shows clear understanding of the writer s craft. Demonstrates a clear exploration of the significance and influence of contextual factors. Develops relevant links between texts and Level Discriminating controlled application/exploration Constructs a controlled argument with fluently embedded examples. Discriminating use of concepts and terminology. Controls structures with precise cohesive transitions and carefully chosen language. Demonstrates discriminating understanding of how meanings are shaped in texts. Analyses, in a controlled way, the nuances and subtleties of the writer s craft. Provides a discriminating analysis of the significance and influence of contextual factors. Makes detailed links between texts and Level Critical and evaluative Presents a critical evaluative argument with sustained textual examples. Evaluates the effects of literary features with sophisticated use of concepts and terminology. Uses sophisticated structure and expression. Exhibits a critical evaluation of the ways meanings are shaped in texts. Displays a sophisticated understanding of the writer s craft. Presents a sophisticated evaluation and appreciation of the significance and influence of contextual factors. Makes sophisticated links between texts and

5 Level Mark Descriptor (AO5) Level Descriptive Shows limited awareness of different interpretations and alternative readings of texts. Limited linking of different interpretations to own response. Level General exploration Offers straightforward explanations of different interpretations and alternative readings of texts. Some support of own ideas given with reference to generic different interpretations. Level Clear relevant exploration Offers clear understanding of different interpretations and alternative readings of texts. Explores different interpretations in support or contrast to own argument. Level Discriminating exploration Produces a developed exploration of different interpretations and alternative readings of texts. Discussion is controlled and offers integrated exploration of different interpretations in development of own critical position. Level Critical and evaluative Applies a sustained evaluation of different interpretations and alternative readings of texts. This is supported by sophisticated use of application of alternative interpretations to illuminate own critical position.

6 Question number Indicative content 3 Hamlet presentation of Denmark as a nation that is suffering: something is rotten in the state of Denmark. play s treatment of madness as a form of suffering use of soliloquies to present internal turmoil Ophelia s suffering as a reflection of contemporary patriarchal attitudes to women use of imagery and symbolism to present suffering Renaissance attitudes to melancholy and how the play explores these positive aspects of suffering, e.g. Shakespeare allows the audience to see Claudius suffering for what he has done. Possible references to the Critical Anthology or other critical reading could include: Stephen Greenblatt s argument that Hamlet is caught between Renaissance v Reformation versions of the afterlife (Hamlet in Purgatory, Princeton University Press, 2001) David Kastan s assertion that Shakespearian tragedy is the genre of uncompensated suffering (Anthology). 4 Hamlet pivotal scene that progresses the plot function of the dumb show before the play mirrors the play-acting in the main drama play within a play as a convention of Revenge Tragedy stage as a metaphor for life was a common trope of Elizabethan literature deliberately artificial style of The Murder of Gonzago allows Shakespeare to express his ideas about drama and acting invitation to compare the straight revenge play conventions of The Murder of Gonzago with Hamlet itself. Possible references to the Critical Anthology or other critical reading could include: Janet Adelman s argument that The Murder of Gonzago is designed to catch the conscience of Gertrude rather than that of Claudius (Anthology) Harold Bloom s point that the play deflects Hamlet from suicide and is the play s turning point (Bloom s Guides: Hamlet).

7 Level Mark AO1 = bullet point 1 AO2 = bullet point 2 AO3 = bullet point 3 Descriptor (AO1, AO2, AO3) Level Descriptive Makes little reference to texts with limited organisation of ideas. Limited use of appropriate concepts and terminology with frequent errors and lapses of expression. Uses a narrative or descriptive approach that shows limited knowledge of texts and how meanings are shaped in texts. Shows a lack of understanding of the writer s craft. Shows limited awareness of contextual factors. Level Level General understanding/exploration Makes general points, identifying some literary techniques with general explanation of effects. Aware of some appropriate concepts and terminology. Organises and expresses ideas with clarity, although still has errors and lapses. Gives surface readings of texts relating to how meanings are shaped in texts. Shows general understanding by commenting on straightforward elements of the writer s craft. Has general awareness of the significance and influence of contextual factors. Makes general links between texts and Clear relevant application/exploration Offers a clear response using relevant textual examples. Relevant use of terminology and concepts. Creates a logical, clear structure with few errors and lapses in expression. Demonstrates knowledge of how meanings are shaped in texts with consistent analysis. Shows clear understanding of the writer s craft. Demonstrates a clear exploration of the significance and influence of contextual factors. Develops relevant links between texts and Level Discriminating controlled application/exploration Constructs a controlled argument with fluently embedded examples. Discriminating use of concepts and terminology. Controls structures with precise cohesive transitions and carefully chosen language. Demonstrates discriminating understanding of how meanings are shaped in texts. Analyses, in a controlled way, the nuances and subtleties of the writer s craft. Provides a discriminating analysis of the significance and influence of contextual factors. Makes detailed links between texts and Level Critical and evaluative Presents a critical evaluative argument with sustained textual examples. Evaluates the effects of literary features with sophisticated use of concepts and terminology. Uses sophisticated structure and expression. Exhibits a critical evaluation of the ways meanings are shaped in texts. Displays a sophisticated understanding of the writer s craft. Presents a sophisticated evaluation and appreciation of the significance and influence of contextual factors. Makes sophisticated links between texts and

8 Level Mark Descriptor (AO5) Level Descriptive Shows limited awareness of different interpretations and alternative readings of texts. Limited linking of different interpretations to own response. Level General exploration Offers straightforward explanations of different interpretations and alternative readings of texts. Some support of own ideas given with reference to generic different interpretations. Level Clear relevant exploration Offers clear understanding of different interpretations and alternative readings of texts. Explores different interpretations in support or contrast to own argument. Level Discriminating exploration Produces a developed exploration of different interpretations and alternative readings of texts. Discussion is controlled and offers integrated exploration of different interpretations in development of own critical position. Level Critical and evaluative Applies a sustained evaluation of different interpretations and alternative readings of texts. This is supported by sophisticated use of application of alternative interpretations to illuminate own critical position.

9 Question Number Indicative content 5 King Lear presentation of Lear s madness as a cure for moral blindness mad lust of the sisters and Edmund madness as a form of disguise for Edgar madness as a vehicle for the Fool s insight and satire use of madness to heighten the tragedy s poignancy Edgar s feigned madness as a spur to action Lear s poor political decisions as a reflection on kingship and of contemporary fears around political succession. Possible references to the Critical Anthology or other critical reading could include: Maynard Mack s argument that madness brings special insight to Shakespeare s characters (Anthology) Frank Kermode s identification of the dramatic impact of wild linguistic excursions of characters in their madness (Anthology). 6 King Lear dramatic impact of Edmund s soliloquies exploration of the social outcast and contemporary attitudes to legitimacy and primogeniture his role in the subplot and its dramatic effect his presentation as a malcontent as a common feature in Elizabethan drama his link to the theme of nature v nurture as a dramatic foil to Edgar ambiguity around his seeming repentance and its impact on an audience. Possible references to the Critical Anthology or other critical reading could include: Fintan O Toole s argument that Edgar s killing of Edmund is the play s moral ending (Anthology) Luke McKernan s distinction between the malcontent of Elizabethan drama and the Machiavel in Jacobean plays (British Library curator of news Luke McKernan s blog).

10 Level Mark AO1 = bullet point 1 AO2 = bullet point 2 AO3 = bullet point 3 Descriptor (AO1, AO2, AO3) Level Descriptive Makes little reference to texts with limited organisation of ideas. Limited use of appropriate concepts and terminology with frequent errors and lapses of expression. Uses a narrative or descriptive approach that shows limited knowledge of texts and how meanings are shaped in texts. Shows a lack of understanding of the writer s craft. Shows limited awareness of contextual factors. Level Level General understanding/exploration Makes general points, identifying some literary techniques with general explanation of effects. Aware of some appropriate concepts and terminology. Organises and expresses ideas with clarity, although still has errors and lapses. Gives surface readings of texts relating to how meanings are shaped in texts. Shows general understanding by commenting on straightforward elements of the writer s craft. Has general awareness of the significance and influence of contextual factors. Makes general links between texts and Clear relevant application/exploration Offers a clear response using relevant textual examples. Relevant use of terminology and concepts. Creates a logical, clear structure with few errors and lapses in expression. Demonstrates knowledge of how meanings are shaped in texts with consistent analysis. Shows clear understanding of the writer s craft. Demonstrates a clear exploration of the significance and influence of contextual factors. Develops relevant links between texts and Level Discriminating controlled application/exploration Constructs a controlled argument with fluently embedded examples. Discriminating use of concepts and terminology. Controls structures with precise cohesive transitions and carefully chosen language. Demonstrates discriminating understanding of how meanings are shaped in texts. Analyses, in a controlled way, the nuances and subtleties of the writer s craft. Provides a discriminating analysis of the significance and influence of contextual factors. Makes detailed links between texts and Level Critical and evaluative Presents a critical evaluative argument with sustained textual examples. Evaluates the effects of literary features with sophisticated use of concepts and terminology. Uses sophisticated structure and expression. Exhibits a critical evaluation of the ways meanings are shaped in texts. Displays a sophisticated understanding of the writer s craft. Presents a sophisticated evaluation and appreciation of the significance and influence of contextual factors. Makes sophisticated links between texts and

11 Level Mark Descriptor (AO5) Level Descriptive Shows limited awareness of different interpretations and alternative readings of texts. Limited linking of different interpretations to own response. Level General exploration Offers straightforward explanations of different interpretations and alternative readings of texts. Some support of own ideas given with reference to generic different interpretations. Level Clear relevant exploration Offers clear understanding of different interpretations and alternative readings of texts. Explores different interpretations in support or contrast to own argument. Level Discriminating exploration Produces a developed exploration of different interpretations and alternative readings of texts. Discussion is controlled and offers integrated exploration of different interpretations in development of own critical position. Level Critical and evaluative Applies a sustained evaluation of different interpretations and alternative readings of texts. This is supported by sophisticated use of application of alternative interpretations to illuminate own critical position.

12 Question number Indicative content 7 Othello ambiguity surrounding Iago s motives for hating Othello Othello s open nature in contrast to Iago s deception Iago s coarse language in contrast to Othello s eloquence Iago as the traditional malcontent of Renaissance drama inversion of social and military hierarchies as a reflection of contemporary social anxieties dramatic impact of the intimacy between the two men function of Iago s soliloquies in presenting their relationship to the audience. Possible references to the Critical Anthology or other critical reading could include: Ania Loomba s argument that Iago s machinations work on Othello because he is already predisposed ideologically to believe in the inherent duplicity of women (Anthology) F R Leavis assertion that even when Othello learns of Iago s duplicity, he does not learn from it (Anthology). 8 presentation of Iago s cynical attitudes to love romance of Othello s early public speeches about Desdemona Brabantio s failure to comprehend the love of Othello and Desdemona as a reflection on contemporary attitudes to race contrasts between Emilia and Desdemona s attitudes to love relationship between Iago and Othello as a parody of romantic intimacy Desdemona s love for Othello as a violation of contemporary social norms courtly love etiquette as demonstrated by Cassio in contrast to Othello s passion Desdemona s perspective on love in the Willow Scene. Possible references to the Critical Anthology or other critical reading could include: Ania Loomba s exploration of contemporary English views of Venice as a place for female deviance. (Anthology) Trevor Nunn s 1989 deliberately small-scale production for the RSC, set in the 19th century, focused strongly on the domestic qualities of the play and its presentation of relationships.

13 Level Mark AO1 = bullet point 1 AO2 = bullet point 2 AO3 = bullet point 3 Descriptor (AO1, AO2, AO3) Level Descriptive Makes little reference to texts with limited organisation of ideas. Limited use of appropriate concepts and terminology with frequent errors and lapses of expression. Uses a narrative or descriptive approach that shows limited knowledge of texts and how meanings are shaped in texts. Shows a lack of understanding of the writer s craft. Shows limited awareness of contextual factors. Level Level General understanding/exploration Makes general points, identifying some literary techniques with general explanation of effects. Aware of some appropriate concepts and terminology. Organises and expresses ideas with clarity, although still has errors and lapses. Gives surface readings of texts relating to how meanings are shaped in texts. Shows general understanding by commenting on straightforward elements of the writer s craft. Has general awareness of the significance and influence of contextual factors. Makes general links between texts and Clear relevant application/exploration Offers a clear response using relevant textual examples. Relevant use of terminology and concepts. Creates a logical, clear structure with few errors and lapses in expression. Demonstrates knowledge of how meanings are shaped in texts with consistent analysis. Shows clear understanding of the writer s craft. Demonstrates a clear exploration of the significance and influence of contextual factors. Develops relevant links between texts and Level Discriminating controlled application/exploration Constructs a controlled argument with fluently embedded examples. Discriminating use of concepts and terminology. Controls structures with precise cohesive transitions and carefully chosen language. Demonstrates discriminating understanding of how meanings are shaped in texts. Analyses, in a controlled way, the nuances and subtleties of the writer s craft. Provides a discriminating analysis of the significance and influence of contextual factors. Makes detailed links between texts and Level Critical and evaluative Presents a critical evaluative argument with sustained textual examples. Evaluates the effects of literary features with sophisticated use of concepts and terminology. Uses sophisticated structure and expression. Exhibits a critical evaluation of the ways meanings are shaped in texts. Displays a sophisticated understanding of the writer s craft. Presents a sophisticated evaluation and appreciation of the significance and influence of contextual factors. Makes sophisticated links between texts and

14 Level Mark Descriptor (AO5) Level Descriptive Shows limited awareness of different interpretations and alternative readings of texts. Limited linking of different interpretations to own response. Level General exploration Offers straightforward explanations of different interpretations and alternative readings of texts. Some support of own ideas given with reference to generic different interpretations. Level Clear relevant exploration Offers clear understanding of different interpretations and alternative readings of texts. Explores different interpretations in support or contrast to own argument. Level Discriminating exploration Produces a developed exploration of different interpretations and alternative readings of texts. Discussion is controlled and offers integrated exploration of different interpretations in development of own critical position. Level Critical and evaluative Applies a sustained evaluation of different interpretations and alternative readings of texts. This is supported by sophisticated use of application of alternative interpretations to illuminate own critical position.

15 Question number Indicative content 9 A Midsummer Night s Dream patriarchal power explored through Theseus and Oberon dramatic effects of exploration of magical power, e.g. source of comedy and confusion transformative power of love as a common theme in romantic comedy impact of the power struggle between Oberon and Titania and its possible reflection of contemporary gender politics power of the Athenian court v the supernatural power of the Fairies power of dreams and their impact on the play s atmosphere ceding of power by women in the play, e.g. Helena and Titania. Possible references to the Critical Anthology or other critical reading could include: Kiernan Ryan s argument that Shakespeare s ordering of the play s scenes has a levelling effect against authority (Anthology) C L Barber s exploration of the temporary social inversions that traditional festive drama allowed (Anthology). 10 A Midsummer Night s Dream framing device of the Theseus/Hippolyta wedding and its effect narrative of the wooing lovers as a common feature of romantic comedy power struggle between Oberon and Titania allowing Shakespeare to explore themes of power, gender roles and illusion v reality symbolic significance of the love potion as a plot device the play s function as part of a wedding celebration and links to the Carnivalesque mechanicals as a source of humour and as an ironic comment on the other plot lines impact of the movement between city and the forest Puck s role in linking the plot lines. Possible references to the Critical Anthology or other critical reading could include: Stephen Fender s thesis about the language of the Mechanicals and that of the play s main narrative (Anthology) Kiernan Ryan s argument that Shakespeare s ordering of the play s scenes has a levelling effect against authority (Anthology).

16 Level Mark AO1 = bullet point 1 AO2 = bullet point 2 AO3 = bullet point 3 Descriptor (AO1, AO2, AO3) Level Descriptive Makes little reference to texts with limited organisation of ideas. Limited use of appropriate concepts and terminology with frequent errors and lapses of expression. Uses a narrative or descriptive approach that shows limited knowledge of texts and how meanings are shaped in texts. Shows a lack of understanding of the writer s craft. Shows limited awareness of contextual factors. Level Level General understanding/exploration Makes general points, identifying some literary techniques with general explanation of effects. Aware of some appropriate concepts and terminology. Organises and expresses ideas with clarity, although still has errors and lapses. Gives surface readings of texts relating to how meanings are shaped in texts. Shows general understanding by commenting on straightforward elements of the writer s craft. Has general awareness of the significance and influence of contextual factors. Makes general links between texts and Clear relevant application/exploration Offers a clear response using relevant textual examples. Relevant use of terminology and concepts. Creates a logical, clear structure with few errors and lapses in expression. Demonstrates knowledge of how meanings are shaped in texts with consistent analysis. Shows clear understanding of the writer s craft. Demonstrates a clear exploration of the significance and influence of contextual factors. Develops relevant links between texts and Level Discriminating controlled application/exploration Constructs a controlled argument with fluently embedded examples. Discriminating use of concepts and terminology. Controls structures with precise cohesive transitions and carefully chosen language. Demonstrates discriminating understanding of how meanings are shaped in texts. Analyses, in a controlled way, the nuances and subtleties of the writer s craft. Provides a discriminating analysis of the significance and influence of contextual factors. Makes detailed links between texts and Level Critical and evaluative Presents a critical evaluative argument with sustained textual examples. Evaluates the effects of literary features with sophisticated use of concepts and terminology. Uses sophisticated structure and expression. Exhibits a critical evaluation of the ways meanings are shaped in texts. Displays a sophisticated understanding of the writer s craft. Presents a sophisticated evaluation and appreciation of the significance and influence of contextual factors. Makes sophisticated links between texts and

17 Level Mark Descriptor (AO5) Level Descriptive Shows limited awareness of different interpretations and alternative readings of texts. Limited linking of different interpretations to own response. Level General exploration Offers straightforward explanations of different interpretations and alternative readings of texts. Some support of own ideas given with reference to generic different interpretations. Level Clear relevant exploration Offers clear understanding of different interpretations and alternative readings of texts. Explores different interpretations in support or contrast to own argument. Level Discriminating exploration Produces a developed exploration of different interpretations and alternative readings of texts. Discussion is controlled and offers integrated exploration of different interpretations in development of own critical position. Level Critical and evaluative Applies a sustained evaluation of different interpretations and alternative readings of texts. This is supported by sophisticated use of application of alternative interpretations to illuminate own critical position.

18 Question number Indicative content 11 Measure for Measure opening scenes establish dual settings of court and city use of low-life characters to comment ironically on scenes with upper classes both court and city scenes used to explore nature of authority and good governance nunnery scene in contrast to the vice-ridden city the Duke s disguise allows him access to a range of settings scene in the prison at the centre of the play, reflecting the central issues around justice dual nature of Angelo s character reflected in the movement between court and city shifts in language and verse forms between different settings. Possible references to the Critical Anthology or other critical reading could include: Stuart Hampton-Reeves argument that the play is tightly bound up with the politics of 1604 (Anthology) Katherine Maus argument about the possible responses of Shakespeare s audience to his setting of the play in the Catholic city of Vienna (Anthology). 12 Measure for Measure the Duke s omnipresence throughout the play dramatic inconsistencies in his character, e.g. his deceit and manipulation v his love for his citizens lack of soliloquies leaves his motives unclear to audience suggestion that he is a representation of James I his disguise allows him to act as a deus ex machina Jacobean audiences may have noted Christ-like symbolism of his character dramatic surprise of his proposal to Isabella his role in developing the play s exploration of heavenly v earthly justice and mercy. Possible references to the Critical Anthology or other critical reading could include: Philip Brockbank s assertion that the Duke is in fact an extension of the playwright (Anthology) Peter Cash s argument that the Duke s adoption of disguise identifies the play early on as a comedy (English Association Shakespeare Bookmarks: Longer Commentaries No. 3).

19 Level Mark AO1 = bullet point 1 AO2 = bullet point 2 AO3 = bullet point 3 Descriptor (AO1, AO2, AO3) Level Descriptive Makes little reference to texts with limited organisation of ideas. Limited use of appropriate concepts and terminology with frequent errors and lapses of expression. Uses a narrative or descriptive approach that shows limited knowledge of texts and how meanings are shaped in texts. Shows a lack of understanding of the writer s craft. Shows limited awareness of contextual factors. Level Level General understanding/exploration Makes general points, identifying some literary techniques with general explanation of effects. Aware of some appropriate concepts and terminology. Organises and expresses ideas with clarity, although still has errors and lapses. Gives surface readings of texts relating to how meanings are shaped in texts. Shows general understanding by commenting on straightforward elements of the writer s craft. Has general awareness of the significance and influence of contextual factors. Makes general links between texts and Clear relevant application/exploration Offers a clear response using relevant textual examples. Relevant use of terminology and concepts. Creates a logical, clear structure with few errors and lapses in expression. Demonstrates knowledge of how meanings are shaped in texts with consistent analysis. Shows clear understanding of the writer s craft. Demonstrates a clear exploration of the significance and influence of contextual factors. Develops relevant links between texts and Level Discriminating controlled application/exploration Constructs a controlled argument with fluently embedded examples. Discriminating use of concepts and terminology. Controls structures with precise cohesive transitions and carefully chosen language. Demonstrates discriminating understanding of how meanings are shaped in texts. Analyses, in a controlled way, the nuances and subtleties of the writer s craft. Provides a discriminating analysis of the significance and influence of contextual factors. Makes detailed links between texts and Level Critical and evaluative Presents a critical evaluative argument with sustained textual examples. Evaluates the effects of literary features with sophisticated use of concepts and terminology. Uses sophisticated structure and expression. Exhibits a critical evaluation of the ways meanings are shaped in texts. Displays a sophisticated understanding of the writer s craft. Presents a sophisticated evaluation and appreciation of the significance and influence of contextual factors. Makes sophisticated links between texts and

20 Level Mark Descriptor (AO5) Level Descriptive Shows limited awareness of different interpretations and alternative readings of texts. Limited linking of different interpretations to own response. Level General exploration Offers straightforward explanations of different interpretations and alternative readings of texts. Some support of own ideas given with reference to generic different interpretations. Level Clear relevant exploration Offers clear understanding of different interpretations and alternative readings of texts. Explores different interpretations in support or contrast to own argument. Level Discriminating exploration Produces a developed exploration of different interpretations and alternative readings of texts. Discussion is controlled and offers integrated exploration of different interpretations in development of own critical position. Level Critical and evaluative Applies a sustained evaluation of different interpretations and alternative readings of texts. This is supported by sophisticated use of application of alternative interpretations to illuminate own critical position.

21 Question number Indicative content 13 The Taming of the Shrew parallel structure of Bianca/Lucentio and Kate/Petruchio courtships courtship conventions as a reflection of contemporary gender politics theme of love causing transformations courtship of Kate and Petruchio presented as a game courtship intrigues as a source of comedy Shakespeare s use of courtship tropes from the Commedia dell arte dowry/numerous suitors trope as typical of comedy genre twist in the play s ending as the outcomes of courtship are revealed. Possible references to the Critical Anthology or other critical reading could include: Karen Newman s exploration of the battle of words between Kate and Petruchio as a means of challenging the commodification of women in marriage (Anthology) Lisa Hopkins argument that marriage, emphasising social bonds and community, is central to Shakespearian comedy (Anthology). 14 The Taming of the Shrew Lord s speeches at the start demonstrate a preoccupation with acting and illusion symbolic significance of clothing in the play disguise and role-shifting as traditional features of comedy significance of the play-within-the-play structure role-shifting allows Shakespeare to explore contemporary class and gender hierarchies function of Petruchio s pretend madness irony around the honesty of Lucentio s father: no one believes he is who he says he is ambiguity of Kate s performance as a dutiful wife. Possible references to the Critical Anthology or other critical reading could include: Anne Thompson s exploration of different interpretations of the play in performance (Anthology) Catherine Bates argument that Kate s willingness to play along with Petruchio is akin to the audience s willingness to play along with Shakespeare s comic art (Anthology).

22 Level Mark AO1 = bullet point 1 AO2 = bullet point 2 AO3 = bullet point 3 Descriptor (AO1, AO2, AO3) Level Descriptive Makes little reference to texts with limited organisation of ideas. Limited use of appropriate concepts and terminology with frequent errors and lapses of expression. Uses a narrative or descriptive approach that shows limited knowledge of texts and how meanings are shaped in texts. Shows a lack of understanding of the writer s craft. Shows limited awareness of contextual factors. Level Level General understanding/exploration Makes general points, identifying some literary techniques with general explanation of effects. Aware of some appropriate concepts and terminology. Organises and expresses ideas with clarity, although still has errors and lapses. Gives surface readings of texts relating to how meanings are shaped in texts. Shows general understanding by commenting on straightforward elements of the writer s craft. Has general awareness of the significance and influence of contextual factors. Makes general links between texts and Clear relevant application/exploration Offers a clear response using relevant textual examples. Relevant use of terminology and concepts. Creates a logical, clear structure with few errors and lapses in expression. Demonstrates knowledge of how meanings are shaped in texts with consistent analysis. Shows clear understanding of the writer s craft. Demonstrates a clear exploration of the significance and influence of contextual factors. Develops relevant links between texts and Level Discriminating controlled application/exploration Constructs a controlled argument with fluently embedded examples. Discriminating use of concepts and terminology. Controls structures with precise cohesive transitions and carefully chosen language. Demonstrates discriminating understanding of how meanings are shaped in texts. Analyses, in a controlled way, the nuances and subtleties of the writer s craft. Provides a discriminating analysis of the significance and influence of contextual factors. Makes detailed links between texts and Level Critical and evaluative Presents a critical evaluative argument with sustained textual examples. Evaluates the effects of literary features with sophisticated use of concepts and terminology. Uses sophisticated structure and expression. Exhibits a critical evaluation of the ways meanings are shaped in texts. Displays a sophisticated understanding of the writer s craft. Presents a sophisticated evaluation and appreciation of the significance and influence of contextual factors. Makes sophisticated links between texts and

23 Level Mark Descriptor (AO5) Level Descriptive Shows limited awareness of different interpretations and alternative readings of texts. Limited linking of different interpretations to own response. Level General exploration Offers straightforward explanations of different interpretations and alternative readings of texts. Some support of own ideas given with reference to generic different interpretations. Level Clear relevant exploration Offers clear understanding of different interpretations and alternative readings of texts. Explores different interpretations in support or contrast to own argument. Level Discriminating exploration Produces a developed exploration of different interpretations and alternative readings of texts. Discussion is controlled and offers integrated exploration of different interpretations in development of own critical position. Level Critical and evaluative Applies a sustained evaluation of different interpretations and alternative readings of texts. This is supported by sophisticated use of application of alternative interpretations to illuminate own critical position.

24 Question number Indicative content 15 Twelfth Night hyperbolic language reflecting Orsino and Olivia s sentimental and idealised attitudes to romance preoccupation with melancholy as common in Renaissance literature their joint function in sustaining the plot confusions of disguise and roleshifting their characters as a source of satire, e.g. allowing Shakespeare to comment on the indulgences of the upper classes central love triangle allows Shakespeare to explore gender roles in contemporary courtship rituals both characters as dramatic foils to Viola their roles in constructing the traditional happy unions of romantic comedy. Possible references to the Critical Anthology or other critical reading could include: Michael Shapiro suggests that exchanges between Viola and Orsino at the end undercut the conventional comic ending of heterosexual marriage (Anthology) Francois Laroque s argument that the ending of festive comedies always reminds us to look back at reality after enjoying the sweet impossibilities of romance. (Anthology). 16 Twelfth Night play as part of the Epiphany tradition of plays at court Feste as a source of song and laughter in the play mischief-making and bawdiness of Sir Toby and Maria as traditional features of festive comedy Malvolio s Puritanical attempts to stifle revelry as a comment on contemporary politics love and courtship games typical of the genre preoccupation with excess e.g. of love, of drink and feasting as typical of festive drama Shakespeare s satire on idealised romance potentially darker side of Malvolio s gulling. Possible references to the Critical Anthology or other critical reading could include: Francois Laroque s assertion that Shakespeare s festive comedies have subplots focused on cruel games of deception and exposure. (Anthology) John Hollander argues the importance of music to Twelfth Night as a festive comedy (Anthology).

25 Level Mark AO1 = bullet point 1 AO2 = bullet point 2 AO3 = bullet point 3 Descriptor (AO1, AO2, AO3) Level Descriptive Makes little reference to texts with limited organisation of ideas. Limited use of appropriate concepts and terminology with frequent errors and lapses of expression. Uses a narrative or descriptive approach that shows limited knowledge of texts and how meanings are shaped in texts. Shows a lack of understanding of the writer s craft. Shows limited awareness of contextual factors. Level Level General understanding/exploration Makes general points, identifying some literary techniques with general explanation of effects. Aware of some appropriate concepts and terminology. Organises and expresses ideas with clarity, although still has errors and lapses. Gives surface readings of texts relating to how meanings are shaped in texts. Shows general understanding by commenting on straightforward elements of the writer s craft. Has general awareness of the significance and influence of contextual factors. Makes general links between texts and Clear relevant application/exploration Offers a clear response using relevant textual examples. Relevant use of terminology and concepts. Creates a logical, clear structure with few errors and lapses in expression. Demonstrates knowledge of how meanings are shaped in texts with consistent analysis. Shows clear understanding of the writer s craft. Demonstrates a clear exploration of the significance and influence of contextual factors. Develops relevant links between texts and Level Discriminating controlled application/exploration Constructs a controlled argument with fluently embedded examples. Discriminating use of concepts and terminology. Controls structures with precise cohesive transitions and carefully chosen language. Demonstrates discriminating understanding of how meanings are shaped in texts. Analyses, in a controlled way, the nuances and subtleties of the writer s craft. Provides a discriminating analysis of the significance and influence of contextual factors. Makes detailed links between texts and Level Critical and evaluative Presents a critical evaluative argument with sustained textual examples. Evaluates the effects of literary features with sophisticated use of concepts and terminology. Uses sophisticated structure and expression. Exhibits a critical evaluation of the ways meanings are shaped in texts. Displays a sophisticated understanding of the writer s craft. Presents a sophisticated evaluation and appreciation of the significance and influence of contextual factors. Makes sophisticated links between texts and

26 Level Mark Descriptor (AO5) Level Descriptive Shows limited awareness of different interpretations and alternative readings of texts. Limited linking of different interpretations to own response. Level General exploration Offers straightforward explanations of different interpretations and alternative readings of texts. Some support of own ideas given with reference to generic different interpretations. Level Clear relevant exploration Offers clear understanding of different interpretations and alternative readings of texts. Explores different interpretations in support or contrast to own argument. Level Discriminating exploration Produces a developed exploration of different interpretations and alternative readings of texts. Discussion is controlled and offers integrated exploration of different interpretations in development of own critical position. Level Critical and evaluative Applies a sustained evaluation of different interpretations and alternative readings of texts. This is supported by sophisticated use of application of alternative interpretations to illuminate own critical position.

27 Question number Indicative content 17 Doctor Faustus ambiguities in Faustus character play s presentation of moral ambiguities ambiguity as a reflection of the movement from Medievalism to Renaissance thinking good and evil angels as representations of moral ambiguity how the language of the play elicits an ambiguous response from the audience theme of appearance v reality theme of fate v free will. 18 Doctor Faustus Wagner as an apprentice to Faustus his participation in the play s comic scenes and their impact his role as a narrator of the play s events his role as a chorus or commentator on the play s themes significance of his switches from prose to blank verse his role as a vehicle for satire his use of magic as a reflection of Faustus own role of the clown/servant as typical of Elizabethan drama.

28 AO1 = bullet point 1 AO2 = bullet point 2 AO3 = bullet point 3 Level Mark Descriptor (AO1, AO2, AO3) Level Descriptive Makes little reference to texts with limited organisation of ideas. Limited use of appropriate concepts and terminology with frequent errors and lapses of expression. Uses a narrative or descriptive approach that shows limited knowledge of texts and how meanings are shaped in texts. Shows a lack of understanding of the writer s craft. Shows limited awareness of contextual factors. Level General understanding/exploration Makes general points, identifying some literary techniques with general explanation of effects. Aware of some appropriate concepts and terminology. Organises and expresses ideas with clarity, although still has errors and lapses. Gives surface readings of texts relating to how meanings are shaped in texts. Shows general understanding by commenting on straightforward elements of the writer s craft. Has general awareness of the significance and influence of contextual factors. Makes general links between texts and Level Clear relevant application/exploration Offers a clear response using relevant textual examples. Relevant use of terminology and concepts. Creates a logical, clear structure with few errors and lapses in expression. Demonstrates knowledge of how meanings are shaped in texts with consistent analysis. Shows clear understanding of the writer s craft. Demonstrates a clear exploration of the significance and influence of contextual factors. Develops relevant links between texts and Level 4 Level Discriminating controlled application/exploration Constructs a controlled argument with fluently embedded examples. Discriminating use of concepts and terminology. Controls structures with precise cohesive transitions and carefully chosen language. Demonstrates discriminating understanding of how meanings are shaped in texts. Analyses, in a controlled way, the nuances and subtleties of the writer s craft. Provides a discriminating analysis of the significance and influence of contextual factors. Makes detailed links between texts and Critical and evaluative Presents a critical evaluative argument with sustained textual examples. Evaluates the effects of literary features with sophisticated use of concepts and terminology. Uses sophisticated structure and expression. Exhibits a critical evaluation of the ways meanings are shaped in texts. Displays a sophisticated understanding of the writer s craft. Presents a sophisticated evaluation and appreciation of the significance and influence of contextual factors. Makes sophisticated links between texts and

29 Question number Indicative content 19 The Duchess of Malfi Antonio s comparisons between the French and Italian courts dramatisation of a sense of entrapment that permeates the court court as a reflection of the court of James I play s exploration of Machiavellian ideas corruption of other institutions, such as the Church play s preoccupation with scandal imagery and symbolism associated with corruption corruption of justice as a trope of Revenge Tragedy. 20 The Duchess of Malfi presentation of the Duchess as a nameless figure absence of clear motives for Ferdinand s behaviour deliberate artificiality of the waxworks play s frequent use of puns Bosola s attempts to repent moral uncertainty as a common feature of Jacobean drama lack of sympathy for the revengers as unusual in Revenge Tragedy effects of the compressed timescale of the play s events.